Rodriguez, Jarrett LAYERING EMOTIONAL LITERACY IN PROFESSIONAL WRITING PEDAGOGY: A STUDY IN ENHANCING AUDIENCE ANALYSIS. 2024. Radford University, Thesis. Radford University Scholars' Repository.
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Abstract
This research examined the design and use of layefring emotional literacy in professional writing pedagogy. Emotional literacy is the ability to use empathy as perspective-taking to perceive, understand, and use emotions to enhance audience analysis in professional writing, a subsect of professional and technical communication. Currently, much of the professional and technical communication pedagogy focuses on the making process of communication design, but through teaching empathy as perspective-taking students gain tools and insight to better understand the audience's needs for increased audience focus in professional writing education. By layering information for students to better understand how empathy and perspective-taking in audience analysis can affect the outcome of rhetorical communications, this study used a phenomenological approach to understand the student perspective of perceiving, understanding, and using empathy to enhance audience analysis. The phenomenological approach was used to gain insight from the student' perspective about their lived experience (the classroom experience, aka the phenomenon) and gather data from them through interviews post-classroom experience. The student perception of the classroom experience was analyzed by comparing significant statements from the interview process to discover what textural and structural descriptions emerge. Analysis of interviews indicated that not only does emotional literacy layer into the pedagogy well, but we can also identify that it harmonizes well with other theoretical frameworks of layered literacies. Student participants demonstrated perception, understanding, and use of empathy as perspective-taking through language that referenced and/or implied feelings, emotions, empathy, and other’s perspectives to inform their professional writing.
| Item Type: | Thesis |
|---|---|
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education |
| Divisions: | Radford University > College of Visual and Performing Arts > Department of Design |
| Date Deposited: | 03 Jun 2024 06:08 |
| Last Modified: | 03 Jun 2024 06:08 |
| URI: | http://wagner.radford.edu/id/eprint/1117 |
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